School District Research Articles

Supporting Teacher Wellness: Administrator Insights on Protecting Teacher Vocal Health

ABSTRACT Studies show that significantly more teachers experience voice complaints than individuals in other professions. In order to better understand voice complaints, the researchers interviewed 30 administrators (elementary, middle, and high schools) from five school districts. Researchers analyzed the principals’ responses through a series of coding, resulting in four emerging themes: (1) the impacts of teacher voice complaints, (2) administrators’ responses to teacher voice complaints, (3) a lack of policy and infrastructure around teacher vocal health, and (4) voice enhancement systems as a type of policy. The results include citations of principals’ responses and analysis of literature that provide possible implications and suggestions for administrators. Researchers conclude that administrators have various perspectives of teacher voice complaints, but generally administrators feel they need more awareness and information to support and inform their teachers on this health issue.

Toward Equity and Transparency: A Content Analysis of Florida Elementary Acceleration Policies

In 2012, Florida adopted the Academically Challenging Curriculum to Enhance Learning (ACCEL) statute establishing minimum requirements for local education agencies to provide access to accelerated learning options for eligible K–12 public school students. This study examined Florida public school district acceleration policies for elementary students one decade after the enactment of the statute. We analyzed Student Progression Plans, school board policies, and district websites to explore the status of acceleration policy in the state, compare the accessibility of acceleration information across districts, and identify policy elements that support equity and those that create potential barriers for elementary students with advanced learning needs who could benefit from acceleration. The findings of this study indicated several areas for improvement, including the accessibility of acceleration information, the service options available to K–5 students, the protocols districts use, criteria for decision-making, and the implementation of acceleration. In addition, we discuss implications for school districts developing or revising acceleration policies and several avenues for future research. The preregistration and open-access materials for this study are available at https://osf.io/yc3xd/ .

Neurocognitive Approach to Successful Learning and Speaking of English Language among Day Secondary Schools in Nyagatare District, Rwanda

Learning a foreign language, particularly English, poses challenges for Rwandan teenagers already introduced to other science subjects like mathematics, physics, and other different courses of action that have occupied their attention, or, on the other hand, disturbs their mind and hinders their learning spirit. This study aimed to investigate how the neurocognitive underpinnings of brain activation methods and integration multisensory work to activate those teenagers’ brain attention to English language learning and develop speaking skills and enable learners to overcome the neurocognitive challenges like lack of motivation, emotions, stress, and anxiety that hinder English language learning and speaking. This study was built around the multisensory theory and brain-based learning theory. Using a semi-longitudinal approach, data was collected from 40 senior two students to explore difficulties in learning English from one school in Nyagatare district. These were selected purposefully from the population of 340 students. A six-week classroom experiment from April 15 to May 23, 2024, gathered both quantitative and qualitative data on how brain activation methods enable English learning speaking. Single-group experiments and observations were used to collect data. In the experiment, the procedure of pretest-treatment-posttest was implemented. SPSS software was used to analyze the data, with results showing improved post-test scores after targeted interventions. In the pre-test, the mean score ranges between 1 and 2.5 with a standard deviation that swings between 0.405 and 0.802 for all questions, while the mean score in the post-test aligns between 3.5 and 5 with a standard deviation that wheels between 0.267 and 0.813, which significantly indicates high scores after the treatment. Therefore, the study highlights the significant impact of brain activation methods accompanied by multisensory integration as the neurocognitive approach to English language learning and speaking. The research suggests that education stakeholders and policymakers should consider this approach for successful English language learning to avoid overloading teenagers’ brains with heavy programs.

Administration and K-12 Teachers Promoting Stress Adaptation and Thriving: Lessons Learned from the COVID Pandemic

Lessons learned from the effects of the COVID-19 pandemic on the well-being of teachers reveal how school administrators can promote teacher stress adaptation and thriving, even in highly disruptive work environments. In a mixed-methods study within a single school district in Canada, consisting of a survey of 65 K-12 teachers and interviews with 10 administrators and teachers, the results showed the degree to which teachers were coping, had job satisfaction, and demonstrated thriving. Interviews yielded information on the limitations of the education system response and how school district administration could provide additional key resources that would strengthen individual stress coping and resiliency, create a culture of safety and community, and lay the foundations for teacher thriving, even in challenging and disruptive conditions

“Embracing the essence of student voice…then doing something with the data”: One district’s critical use of evidence

AbstractSchool climate surveys are frequently used to collect information about student experiences in school. Less is known about how educators use survey data after survey administration. This paper explores one school district’s critical use of evidence to promote equitable change. We conducted eight semi-structured interviews with district and school leaders to investigate their uses of evidence. Through our qualitative, reflexive thematic analysis, we generated six themes: (1) using evidence to provide a common language; (2) bringing attention to trends to shift staff understanding of problems, (3) making structural changes, (4) planning for professional learning, (5) following up directly with students, and (6) engaging with the community. Findings illustrate how education leaders can apply a critical lens to their generation and use of evidence. We explore how the strategic use of evidence is needed to advance the broader goal of fostering school change and improving school climate for all students.

Investigating Obstacles to the Development of Physical Education in the Schools of the 6th District of Kabul City

Sports and physical education are considered vital necessities for learners, teachers of physical education, and other members of society. Physical education is present during the stages of human life through daily activities and is related to the lives of both teachers and students. Physical education skills are important for the development of nervous, physical, and motor skills, as well as for the growth of body muscles and the strengthening of the circulatory, digestive, and respiratory systems. Therefore, it was felt necessary to conduct a detailed investigation. The research aims to identify the professional needs of physical education teachers and to uncover the problems they face, along with possible solutions. Given the importance of physical education in improving athletes' performance, it is crucial to address issues in teaching physical education content in schools.

Teachers’ challenges encountered in the marketisation of education systems at primary schools in the Mbare-Hatfield district

Different forms of markertisation and privatisation have encircled the teaching profession. Internet sites that offer to produce academic work for a fee make academic work into a commodity that can be bought and sold. Most schools in Zimbabwe, the Southern African Development Community region, Africa, and beyond cannot easily afford internet services. This study explored the teachers’ challenges in understanding the educational systems due to the marketisation of education. This study utilized the mixed methods approach and the case study design because of its strength in discovering more about unexplored problems. Two school head participants and forty teachers were selected from schools in the district. Semi-structured interviews and questionnaires were used to get data from the research participants. The results unearthed that the education system is one such tool for perpetuating class divisions and social inequality. Contemporary literature has provided evidence in the exploration of teachers’ challenges encountered in the marketisation of education. To the extent that I have reviewed the literature, I found a substantial gap in knowledge about the impact of the challenges encountered in the marketisation of education. The study's objective was to determine the challenges teachers face in giving equal opportunities to poor and minority students due to the marketisation of education. There are some gaps caused by digital divides and government withdrawal from funding for public schools since the early 1990s when ESAP was embraced as an economic blueprint. The marketisation of education has negatively affected teacher integrity, sometimes leading to teacher misconduct. In recent years, the professional status of teachers seems to have been compromised. This is probably due to the changing nature of teacher professional work. Modern-day teaching practices are embroiled in an increasing struggle for private gain. Teachers must learn to cross social boundaries to make learning meaningful and relevant for all students.

Learners’ Discipline Management by Teachers During Post-COVID Lockdown Among Selected Primary Schools in Mbale District Uganda

The study sought to examine the learners’ discipline management by teachers during post-COVID lockdown among selected primary schools in Mbale district. The study intended to identify the challenges teachers face when instilling discipline in learners during the post-COVID 19. To analyse different behaviour/ indiscipline among the learners. To identify ways to curb challenges among learners. The study adopted a qualitative research design and results were collected using a semi-structured interview guide as well as focused group discussions from selected schools in Mbale district. It used the Gordon theory of classroom management and A theory of discipline derived from Dewey’s theory of inquiry. Findings revealed that many learners had indiscipline behaviour when teachers gave them homework to copy and do at home. It was realized that some learners do come late to school, others are aggressive and disrespectful to teachers, untidy and leave school without permission while others are fond of talking in class. Teachers assume that one of the most challenging roles and the need for additional training and support to learners is to curb the indiscipline of learners to have a conducive learning environment. It was concluded that the sources of the behavioural changes were the family, the ministry of education being away from school and classroom management. The study recommended that learners should be given support in counselling by the parents, teachers, senior women and men, and head teachers to eliminate learning losses. Furthermore, projects can be formed to improve learners’ collaboration and be developed thus socially supportive activities and, the assigning of school responsibilities by school heads can be organized and socialization of learners can be enhanced and emphasized. In addition, formative training can be given to teachers and parents to curb the indiscipline of learners while at school and home and also rules for the management of behaviour should be clearly defined and reinforced.

The Positive School Safety Program (PSSP) for School Officers: Implementation Processes and Outcomes.

Approximately 50% of U.S. students attend a school with a school officer. The Positive School Safety Program (PSSP) is a 16-session, manualized peer-to-peer coaching program that teaches school officers positive approaches to behavioral management (e.g., trauma-informed reinforcement strategies) to enhance interactions with students, improve school climate, and reduce school-based arrests. A convergent, mixed methods longitudinal design was used to investigate the implementation process and outcomes of the PSSP among school safety officer coaches in the School District of Philadelphia (SDP) who were trained in the 2020-2021 school year. Via surveys, officer coaches (n = 25) provided quantitative data at three time points regarding their knowledge, attitudes, and confidence in utilizing positive approaches to behavioral management and trauma-informed skills, as well as their mindset toward coaching. These data were analyzed using mixed effects modeling. Perceptions of program acceptability, appropriateness, and feasibility were assessed post-training and analyzed descriptively. Qualitative interviews, informed by the Exploration, Preparation, Implementation, and Sustainment (EPIS) framework, were conducted with coaches and untrained school officers and were analyzed via thematic analysis. Significant changes over the course of training were detected in coaches' knowledge, confidence, and their willingness to use the skills, which aligned with coaches' qualitative self-reports. Coaches agreed that the PSSP was acceptable, appropriate, and feasible. School districts interested in improving school climate and reducing school-based arrests by using the PSSP, or similar peer-to-peer coaching programs, should consider how they will target identified determinants to support successful implementation in their unique contexts.

Parental incarceration and adolescent food insecurity.

There is a causal relationship between parental incarceration (PI) and childhood food insecurity (FI). This is a pressing policy issue given that public assistance designed to curb hunger (i.e., Supplemental Nutrition Assistance Program) is often revoked due to incarceration which, on top of the removal of a household income source, can significantly alter children's food access. Yet questions remain regarding the prevalence of FI among youth with incarcerated parents, as well as the interplay of parent-child coresidence, race/ethnicity, and geographic region. Data come from the 2019 Minnesota Student Survey, a statewide sample of adolescents (N = 112,554). Youth self-reported experiences of PI, parent-child coresidence at the time of incarceration, past-month FI, and race/ethnicity. Based on school districts, regions were classified as city, suburb, town, or rural. Youth with currently and formerly incarcerated parents reported significantly higher rates of FI (18.11% and 10.41%, respectively) compared to peers who never experienced PI (2.84%; ORs = 7.56 and 3.97, respectively). Among youth with currently incarcerated parents, rates of FI were highest among those who lived with the parent at the time of incarceration (21.79%) compared to those who did not (13.98%). Youth of color and city youth were more likely to experience FI in contexts of PI. Findings extend the link between PI and child FI. The evidence is concerning given FI's heightened risk for chronic health conditions, which may be compounded by trauma and systemic injustice. This work has implications for policies that expand, rather than reduce, food access and financial assistance. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Development of a sexual consent intervention for adolescents with intellectual and developmental disabilities.

Tailored sexuality education for adolescents with intellectual and developmental disabilities is a crucial, yet unmet, need as this population is particularly at risk for sexual abuse and victimisation. However, there are no evidence-based interventions to specifically address this need. This paper presents the development of an intervention framework to address equity in sexuality education and support adolescents with intellectual and developmental disabilities to understand and provide sexual consent, a foundational aspect of sexuality education and sexual health. The Sexual Health Equity Project team used a Community-Based Participatory Research approach to develop a four-module sexual consent intervention for adolescents with intellectual and developmental disabilities. We leveraged a diverse, interdisciplinary team in a suburban Midwestern school district, and used Backward Design to create objectives and assessments which were rooted in findings from qualitative data by special education teachers. The resulting sexual consent intervention, Ask Me First-Choices, is comprised of four modules covering topics including definition of sexual consent; decision-making strategies and practice; communicating consent and refusal, identifying situations of consent and non-consent; and legal issues surrounding consent. Each module is divided into five components for content delivery: (1) introduction, (2) lecture, (3) supplemental activity, (4) assessment, and (5) conclusion. We detail the intervention's unique aspects, emphasising areas where we used Universal Design for Learning principles to support teachers' instruction and students' learning. Our efforts to create a sexual consent intervention directly address sexuality education equity issues. We offer commentary on our design process and decisions, as well as recommendations for future groups who want to develop sexual health interventions in similar contexts for students with intellectual and developmental disabilities. Next steps include further testing and validation of the sexual consent intervention to build the evidence-base of sexuality education for adolescents with intellectual and developmental disabilities.

Teaching Reading Strategies and Challenges in the New Normal: Context of a School District in Northern Luzon

The strategies in teaching reading and challenges encountered by teachers are influenced by a number of interrelated factors. Using a combination of quantitative and qualitative approaches through the descriptive and comparative methods, this study determined the level of utilization of teaching reading strategies by teachers in pre-reading, while-reading and post-reading. It also examined whether there exists a significant difference in the level of utilization when responses are grouped according to grade level and school classification. Moreover, the study brought out the challenges encountered by the elementary teachers during the COVID-19 pandemic. Findings showed that the level of utilization of teaching reading strategies along pre-reading, while-reading and post-reading is moderate. Further, there are no significant differences in the level of utilization of the teaching reading strategies when grouped according to grade level. and school classification. The challenges encountered included limitation of assistance and teaching time, transportation of teachers for their home visitation, pupils’ lack of interest, lack of assistors/guidance from the family, and lack of supplementary reading materials at home. From these, it could be concluded that the teaching of reading is greatly affected by the pupils’ circumstances.

The efficiency of financial management systems in selected schools in the Amathole West education district in the Eastern Cape, South Africa

Managing school finances by school governing bodies (SGBs) in South African secondary schools has proven to be a challenge that has several negative consequences for education, infrastructure, and other resources. The purpose of this article was to assess the efficiency of financial management systems (FMSs) in selected schools in the Amathole West education district. A case study design and qualitative approach were employed in the study. Purposive sampling was used to select SGB members from 2 schools in the district. The research participants were interviewed using face to face and telephonic interviews. We found that while there is understanding and alignment of financial systems by SGBs, insufficient or limited financial resources, inconsistencies in dealing with financial management matters, and government deposit allocation delays, SGBs’ level of education and bank operations pose challenges and lead to the misalignment of school operations. Based on the study, we suggest that SGBs adopt strategies to enhance the financial management of schools, namely monitoring and evaluation, the appointment of qualified SGB members, increased training, a stipend system for SGBs and timeous deposit of funds to schools.

Effects of Teaching Aids on Student's Motivation in Teaching and Learning Mathematics in Day Secondary Schools, Rwanda: A Case of Rusizi District

The research investigated the effects of teaching aids on students' motivation to learn mathematics in day secondary schools in Rusizi districts. Specifically, the study identified the teaching aids that motivate students to learn mathematics in day secondary school in Rusizi districts, Rwanda, evaluated the level of student performance toward the use of teaching aids in learning mathematics in day secondary school in Rusizi districts, Rwanda, and examined the effects of using teaching aids and students' motivation to learn mathematics in day secondary school in Rusizi district, Rwanda. The population in this study consisted of 100 mathematics teachers with a sample size of 57 respondents, 50 head teachers, whose sample size is 28 respondents, and 162 students with a sample size of 67 respondents, with 175 as samples. To triangulate the data, primary sources were acquired utilizing questionnaires, interviews, and observation methods. To generate a sample population, the researcher used purposive sampling techniques to choose mathematics teachers and simple random sampling to choose students and headteachers. In data gathering and analysis, the study used both quantitative and qualitative methodologies in tandem. Content analysis aided qualitative data analysis, while quantitative data was presented using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis) in the statistical package for social sciences. For the first objective, results indicate that 59.9% strongly agreed that the use of Geoboards in teaching indicates that they are being used as teaching aids. 96.6% strongly agreed that the use of algebra tiles in teaching and learning mathematics is indicated by the use of teaching aids, and 93.3% strongly agreed that the use of concrete materials in teaching and learning by teachers and students indicates that they are using teaching aids. 77.5% strongly agreed that place value blocks to teach numerical concepts for teachers are mathematics teaching aids. For the second objective, 84.3% strongly agreed that national examination results indicate their mathematics academic performance, 88.8% strongly agreed that homework completion indicates their mathematics academic performance, 67.4% strongly agreed that improved class participation indicates their mathematics academic performance, and 83.7% strongly agreed that the number of students above pass marks indicates their mathematics academic performance. Finally The study objective three revealed that the correlation and regression results established the existence of a positive correlation among the effects of using teaching aids and students’ motivation to learn mathematics in day secondary school in Rusizi district, Rwanda, where the Pearson's p-value and significance were justified by p-values less than 0.05, and the research results evidenced a positive correlation between the use of teaching aids and students' motivation to learn mathematics in day secondary school in Rusizi district, Rwanda. The study recommended that the government of Rwanda should allocate more instructional materials and training of mathematics teachers to enhance the use of the teaching aids in teaching and learning activities in Rwanda.

School-based prevention of teacher and parental violence against children: Study protocol of a cluster-randomized controlled trial in Tanzania

BackgroundViolence against children at home and at school is particularly prevalent in Africa and is associated with adverse and persistent health effects on children. The violence prevention intervention Interaction Competencies with Children - for Teachers (ICC-T) is an effective tool to reduce violence against children by fostering teachers’ non-violent communication and interaction skills. To enhance these effects, in the present study, ICC-T will be extended to parents (ICC-P) aiming to increase children’s experience of consistent behavior and application of non-violent discipline strategies between teachers and parents.MethodsTo investigate the effectiveness of the school-based combined implementation of ICC-T and ICC-P, a cluster-randomized controlled trial with 16 primary schools in the urban district of Morogoro in Eastern Tanzania will be conducted. Both quantitative (structured interviews) and qualitative (focus group discussions, in-depth interviews, evaluation forms) methods will be used to investigate the effects on teachers’ and parents’ violence against children in home and school settings. The intervention implementation will be accompanied by a comprehensive process evaluation to assess the implementation quality of and participants’ engagement with ICC-T and ICC-P. Potential downstream effects of violence reduction will be investigated by assessing the children’s mental health and well-being.DiscussionThe present study aims to provide evidence for the feasibility, acceptability, and effectiveness of the school-based combined implementation of ICC-T and ICC-P to reduce teacher and parental violence against children and contribute to children’s well-being in home and school settings.Trail registrationThe clinical trial was registered at ClinicalTrials.gov (ClinicalTrials.gov, 2024) under the identifier NCT06369025 (Hecker, Preventing Physical and Emotional Violence by Parents and Teachers in Public Schools in Tanzania (ICC-T/ICC-P_Tanz) (PreVio), 2024) on April 17, 2024.

SKILLS LABORATORY APPROACHES AND ENTREPRENEURSHIP LEARNING ACHIEVEMENT IN UPPER SECONDARY SCHOOLS IN RWANDA A CASE OF NYAGATARE DISTRICT

The need for entrepreneurial skills impacting the quality of teaching and learning entrepreneurship all over the world. More emphasize have been made in teaching entrepreneurship but entrepreneurial outcome for graduate in upper secondary is still critically. The study aimed to investigate the effect of skills laboratory approaches on learning achievement in entrepreneurship in upper secondary school of Rwanda. Study utilized descriptive research. The study included a total population of 3661 individual consisting of 49 deputy head teachers in charge of studies, 102 entrepreneurship teachers and 3510 upper secondary students from upper secondary schools in Nyagatare district, the researcher determined the sample size of 361 respondents using Yamane formula. structuring questionnaire, interview and observation are employed as tools of data collection. The result indicated that 86% strongly agreed that skills laboratory boast learners engagement and confidence in activity presentation, 87.9% strongly agreed that project based assessment enable learners creation of project in student business clubs, 85.9% of respondents strongly agreed that Students business club helps learners to demonstrate entrepreneurship knowledge or skills learnt in real life, 92.2% strongly agreed that demonstration of skills lab improve pitching skills and creativity of project. Results revealed thatskills laboratory approach have positive significance to learners performance since the p value is less than 0.005 underpinning the positive relationship between skills laboratory and entrepreneurship learning achievement.The study recommends thatThe study recommends learners to become actively engaged in group discussion, presentation so that improve learners performance that result in interaction and improve their entrepreneurial skills and entrepreneurship achievement rather than memorizing for purpose of getting marks.entrepreneurship teachers to use skills laboratory approaches in teaching entrepreneurship lesson so as to help learners to solve community problem. School administration for participate in capacity building of entrepreneurship teacher by organizing community of practices and continuous professional development to boost the capacity of in service teachers on using skills laboratory approaches in teaching and learning entrepreneurship. curriculum designer and policy makers due to their role in education, to revise entrepreneurship curriculum into another image of teaching-learning activities, techniques, approaches, and assessment methods of entrepreneurship for practice purpose in secondary school of Rwanda.

Analysis Of Microbial and Chemistry Contamination Thai Tea Drink in Junior High School

Thai Tea drink is the current favorite drink of the current millennial generation. Thai Tea beverage products are usually sold in places that are easily accessible to consumers, such as on the side of the highway. This thing makes Thai Tea beverage products have potential to become a medium for foreign object to enter the body if they are not processed properly. This study aims to determine the safety of Thai Tea beverage products that are sold around junior high schools in Central Bogor District. This study used seven samples taken from 7 junior high schools in seven different sub-districts and used a purposive sampling method. Product analysis was carried out twice, including testing the microbial contamination levels of Total Plate Number, Coliforms, Escherichia coli, heavy metal lead chemical contamination and sucrose content in Thai Tea drinks. Research is also supported by field observations and interviews. The research showed that all samples of Thai Tea drinks contained TPC microbial contamination that exceeded the standard, twelve repetition were contaminated with coliform bacteria and Escherichia coli, all repetition were not detected by heavy metal lead contamination and the sucrose content of all repetition did not exceed the maximum daily sugar intake limit.

Effectiveness of the use of the school budget activity plan application in managing school operational assistance funds at Elementary School Number 1 Abiansemal in 2024

The management system for school operational assistance funds has evolved to in- corporate information and communication technology through the School Budget Activity Plan Application, commonly referred to as ARKAS. The Ministry of Ed- ucation, Culture, Research, and Technology developed the ARKAS innovation to facilitate the management of school operational assistance funds received by each educational institution. This study aims to understand why the effectiveness of using the School Budget Activity Plan application at Elementary School Number 1 Abi- ansemal has not yet been optimized. A qualitative method was employed to explore information about the phenomenon, supported by a descriptive approach, which en- abled the creation of relationships with informants, allowing the researcher to obtain new data. The data sources were obtained from interviews and documents related to the research. Data collection was conducted through documentation, interviews, and observation at the research location. Subsequently, the data were analyzed using data reduction, data presentation, and conclusion drawing. The results of this study indicate that the suboptimal effectiveness in using the School Budget Activity Plan application for managing school operational assistance funds at Elementary School Number 1 Abiansemal is due to insufficient dissemination by relevant authorities regarding the understanding of ARKAS and inadequate supporting infrastructure. However, improvements in several components are necessary to enhance the effective- ness of managing school operational assistance funds through ARKAS. This includes the need for training and socialization to improve understanding of ARKAS usage in terms of planning, reporting, and realization, as well as creating synergy between school operators and district operators to ensure that the information conveyed is easily understood.

Exploring the influence of principal supervision, organizational climate, and teacher teaching experience on teacher performance

Purpose− The purpose of the research is to examine the combined and individual effects of school principals' supervision, organizational climate, and teacher teaching experience on teacher performance in Sub Rayon 03 Middle School in Purworejo Regency. The research method used was quantitative, and the analysis employed multiple linear regression analysis Method− The research employs a quantitative correlational approach, conducted at SMP Sub Rayon 03 Purworejo Regency with a sample of 95 teachers selected from a population of 130 using Isaac and Michael's sampling table. Data collection was carried out using research instruments, and the analysis involved multiple linear regression and partial correlation. Multiple linear regression was used to assess the combined effect of principal supervision, organizational climate, and teaching experience on teacher performance. Partial correlation analysis was conducted to determine the individual contributions of each variable to teacher performance. The significance of the regression equation was tested using the F test, while the t test was used for testing partial correlations. Findings− The analysis results concluded the following: 1) There was a positive and significant combined influence of principal supervision, organizational climate, and teacher experience on teacher performance in Middle Sub-Rayon 03, Purworejo District (R=0.635 and R2=0.403). 2) Principal supervision had a positive and significant impact on teacher performance in Sub-Rayon 03 Middle School District, Purworejo (r1y-23=0.251). 3) Organizational climate also had a positive and significant effect on teacher performance in Sub-Rayon 03 Middle School, Purworejo District (r2y-23=0.319). 4) Finally, teacher teaching experience contributed positively and significantly to teacher performance in Sub-Rayon 03 Middle School, Purworejo District (r3y-12=0.260).

The prevalence of pathogenic E coli in food sold at government primary schools in Kombo central district, the Gambia using biochemical tests

Background: Recently, pathogenic bacteria have evolved that can contaminate food and, when consumed by people, frequently result in life-threatening illnesses. The study aimed to detect and determine the prevalence of pathogenic E coli in food sold at government primary schools in the Kombo Central district using biochemical tests. Methods: This was a cross-sectional study in which 104 food samples were collected using the aseptic method and laboratory analysis was done to determine the prevalence of pathogenic E. coli using the biochemical method. Results: Out of the 104 analyzed food samples, 92.3% of food samples had microbial contamination, 43.3% of food samples had extremely high microbial count (≥ 107cfu/g), and all food types showed microbial contamination with no significant difference. E. coli was detected in 34 samples (32.7 %). The “Gorong” soup sample type had the highest percentage of E. coli contamination (75 %), followed by the steamed fish food sample type (50 %). Ice (local beverage) had the least E. coli contamination (15.8 %). Of the 34 isolated E. coli, 73.5 % were found to be pathogenic and biofilm-producing while 26.5 % were non-pathogenic and non-biofilm-producing E. coli. Percentage wise “gorong” soup has the highest prevalence (75.0%) of pathogenic E. coli followed by steamed fish sauce (44.4%), Cake (33.3%), and Puff-puff 33%. Conclusion: There was a considerably high prevalence of pathogenic E. coli therefore all food vendors should be trained/educated and certified on food hygiene and safety practices before he/she starts operating as food vendors to reduce this microbial contamination.